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Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK

Rushton, Elizabeth A.C.; Murtagh, Lisa; Ball-Smith, Claire; Black, Bryony; Dunlop, Lynda; Gibbons, Simon; Ireland, Kate; Morse, Rachele; Reading, Catherine; Scott, Carole

Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK Thumbnail


Authors

Elizabeth A.C. Rushton

Lisa Murtagh

Claire Ball-Smith

Bryony Black

Lynda Dunlop

Simon Gibbons

Kate Ireland

Rachele Morse

Carole Scott



Abstract

In the context of a decade of change and reform in Initial Teacher Education (ITE) policy making, we assess the impact of the substantial changes caused by Covid-19 affecting ITE from the perspectives of eight university providers in England. Whilst previous research has documented the impact of the first period of lockdown in the UK, initiated in March 2020, we draw on the conceptual framework of classroom readiness to consider the continued and variable disruption caused by Covid-19 on ITE programmes in England during the period September 2020 – June 2021. Through a participatory workshop, which included identifying key questions, group discussion and written reflections with teacher educators working across eight institutions, we assess the changes to pre-service teacher education provision over this period, with a focus on postgraduate programmes. We identify that the nature and implementation of school visits and the role of technology and digital pedagogies are key areas of change during the pandemic period, whilst continuity in the value and strength of school and university partnerships remain. We consider the ways in which ideas of developing ‘classroom readiness’ have been informed and shaped through changes to teacher education brought about during the pandemic period. We argue that conceptualisations of classroom readiness need to be grounded in reflective professional learning in the context of collaborative professional communities so to enable pre-service teachers to become adaptable pastorally engaged subject specialists. We reflect on how learning from this period might be incorporated into future international ITE programmes and policy.

Citation

Rushton, E. A., Murtagh, L., Ball-Smith, C., Black, B., Dunlop, L., Gibbons, S., …Scott, C. (2022). Reflecting on ’classroom readiness’ in initial teacher education in a time of global pandemic from the perspectives of eight university providers from across England, UK. Journal of Education for Teaching, https://doi.org/10.1080/02607476.2022.2150840

Journal Article Type Article
Acceptance Date Sep 28, 2022
Online Publication Date Nov 28, 2022
Publication Date 2022
Deposit Date Mar 14, 2023
Publicly Available Date Mar 14, 2023
Journal Journal of Education for Teaching
Print ISSN 0260-7476
Electronic ISSN 1360-0540
Publisher Taylor and Francis Group
Peer Reviewed Peer Reviewed
DOI https://doi.org/10.1080/02607476.2022.2150840

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